Kako dodiplomski študenti na pedagoški fakulteti zaznavajo šolski prostor kot dejavnik aktivnega učenja

Cencič, Majda

SLO

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Title:	Kako dodiplomski študenti na pedagoški fakulteti zaznavajo šolski prostor kot dejavnik aktivnega učenja
Authors:	ID Cencič, Majda (Author)
Files:	http://www.zrs.upr.si/monografije/single/aktivnosti-ucencev-v-ucnem-procesu-1953
Language:	Slovenian
Work type:	Not categorized
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	PEF - Faculty of Education
Abstract:	Aktivno učenje, povezano z izkušnjami učencev, poteka v konkretnih življenjskih okoliščinah, učenci pa z lastno aktivnostjo pridobijo novo znanje. Učno okolje mora pri tem čim bolj spodbujati učenje. Interaktivno učno okolje pa ni le spodbujevalnik učenja, ampak je tudi dejavnik učenja, saj prinaša številna sporočila, npr. kakšen odnos imamo do ekologije in trajnostnega razvoja, kako razumemo socialno kohezivnost v smislu sodelovanja s krajani, starejšimi, invalidi ipd. Šolski prostor deluje kot prikriti kurikulum, tridimenzionalni učbenik, tretji učitelj, tihi pouk ipd. Glede na drugačne poglede na šolski prostor nas je zanimalo, kakšna stališča imajo dodiplomski študenti Pedagoške fakultete v Kopru o šolskem prostoru kot dejavniku učenja in ali se stališča študentov razlikujejo glede na smer in letnik študija. V ta namen je 299 študentov vseh smeri študija v juniju 2012 izpolnjevalo vprašalnik. Iz vprašalnika, pretežno zaprtega tipa v obliki številčne ocenjevalne lestvice in lestvice stališč Likertovega tipa, smo za namen prispevka posebej analizirali tri stališča, ki se nanašajo na šolski prostor kot dejavnik aktivnega učenja. Združili smo jih v novo spremenljivko in jo za namen nadaljnje obdelave standardizirali. Podatki, obdelani na ravni opisne (srednje vrednosti, razpršenost) in inferenčne (Spearmanov korelacijski koeficient, Kolmogorov-Smirnov preizkus, regresijska analiza) statistike, kažejo, da se študenti strinjajo, da je šolski prostor dejavnik učenja, da pa na stališče o šolskem prostoru kot dejavniku aktivnega učenja bolj vpliva letnik kot smer študija.
Keywords:	aktivno učenje, šolski prostor, stališča, študenti, pedagoška fakulteta Univerze na Primorskem
Year of publishing:	2015
Number of pages:	Str. 105-116, 598-599
PID:	20.500.12556/RUP-6674
UDC:	37.091:378
COBISS.SI-ID:	1537765572
Publication date in RUP:	13.10.2015
Views:	3818
Downloads:	78
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Secondary language

Language:	English
Title:	In what ways do graduate students of the Faculty of education perceive school space as a factor of active learning?
Abstract:	Active learning takes place in concrete every day life circumstances and learners acquire new knowledge through their own activity. In this, the learning environment must support learners as much as possible. Interactive learning environment, however, is not just a facilitator of learning, but also a factor of learning as it brings large numbers of messages, such as about our attitude towards ecological issues and sustainable development, how social cohesion is understood in the sense of cooperation with local population, with elderly or physically handicapped people, etc. This is why school environment functions as hidden curriculum, three-dimensional textbooks for learning, third teacher, silent lessons etc. Considering the different views of school space we were interested to find out the attitudes of the students of the Faculty of Education in Koper towards school environment as a factor of learning and whether these attitudes vary with the stage and course of study. With this purpuse in view 299 students in all courses filled in a questionnaire in June 2012. From the questionnaire consisting mainly of numerical rating scales and Likert attitude scales three attitudes concerning the school environment as a factor of active learning were analysed specifically for the purpuse of the present article. The attitudes were groupped into a new variable, which in turn was standardised for the purpuse of further data processing. The data processed on the level of descriptive statistics (the means, spreads) and of inferential statistics (the Spearman's correlation coeficient, Kolmogor-Smirnov test, regression analysis) show that the students share the oppinion that school space is a factor of active learning, while the influence of the stage of study exceeds that of the study course in shaping the attitude towards space as a factor of active learning. The findings demonstrate the training of future school and kindergarten teachers also emphasises the relevance of the environment.
Keywords:	active learning, school environment, attitudes, students, faculty

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